Global Campus. Western Region: Davis-Monthan Air Force Base, Arizona

Transcription

1 Global Campus Western Region: Davis-Monthan Air Force Base, Arizona

2 Davis-Monthan Air Force Base, AZ Overview and History In 1990, Troy State University s College of Special Programs replaced Golden Gate University at Davis-Monthan Air Force Base, Arizona; the MSHRM and MBA were in place. In 1995, a Substantive Change Propsectus for the MSM was sent to SACS. The site was subsumed by the Florida-Western Region in In July 2005, the Western Region including Davis-Monthan Air Force Base was again disaggregated from the Florida Region to stand on its own. In 2006, the MSIR and the BSBA were added to the site s program offerings. In 2007 a satellite teaching location was established at 5307 E. Broadway Street, Tucson, Arizona. In that same year an MPA was offered. While the MBA was converted to the EMBA in 1999, in 2008 the EMBA was re-converted to an MBA to better serve student needs. Current Address: 355 MSS/DPE 5355 E. Granite St., Suite 109 Davis-Monthan AFB, AZ Current Degree Programs: BSBA, MBA, MPA, MSM, MSIR, MSHRM

3 Tucson/Davis-Monthan AFB, Arizona

4 Program Offerings at Davis-Monthan Davis-Monthan AFB, AZ: Bachelor of Science in Business Administration: Management Major Concentration in General Management Master of Business Administration Concentration in General Management Master of Public Administration Concentration in Justice Administration Concentration in National Security Affairs Concentration in Public Human Resource Management Concentration in Public Management Master of Science in Human Resources Management Master of Science in International Relations Concentration in Global Studies Concentration in National Security Affairs Concentration in Regional Affairs Master of Science in Management Concentration in Human Resources Management Concentration in Healthcare Management Concentration in International Management Concentration in Leadership and Organizational Effectiveness

5 Bachelor of Science in Business Administration: General Business Major Concentration in General Business Management Major Concentration in General Management Concentration in Human Resource Management Davis-Monthan AFB

6 BSBA Plans and Improvements Based on prior assessment activities over the past three years, the Management program has implemented several improvements, including: 1.More rigorous Master Syllabi 2.Introduction of required readings MGT4479 pilot 3.Stronger prerequisites Davis-Monthan AFB

7 BSBA - Management Major Learning Outcomes Upon completion of a Management major, the student will be able to: 1. Demonstrate a general knowledge of business theories and concepts, including functional areas. 70% of management majors are expected to be within one standard deviation of the national average on the Major Field Achievement Test in Business % of students met the goal % of students met the goal % percentile standard is met th percentile standard is not met 2. Demonstrate effective writing skills, as measured by passing a standardized writing assessment with a score of 60% or higher to be administered in BUS 3382, Business Communications No standardized assessment No standardized assessment No standardized assessment No standardized assessment Davis-Monthan AFB

8 BSBA - Management Major Learning Outcomes (cont.) Upon completion of a Management major, the student will be able to: 3. Demonstrate critical thinking skills, as measured by passing a critical thinking standardized exam with a score of 60% of higher to be administered in MGT 4476, Strategic Management No standardized assessment No standardized assessment No standardized assessment No standardized assessment 4. Recognize, understand and apply the basic concept of the law and its importance to business. 70% of TROY management students score within one standard deviation of the national average on the law subscale on the MFT. (LAW 2221) (expected outcome) % of the students met the standard. (actual outcome) The goal was met % students met the standard. (actual outcome) The goal was not met th percentile standard is met. (actual outcome) th percentile, standard is not met (actual outcome) Davis-Monthan AFB

9 Management Major Outcomes Upon completion of a Management major, the student will be able to: 5. Demonstrate knowledge of general management principles. Mastery of subject will be demonstrated by a score of 70% of the management students will score 60% or higher on a standardized management test No standardized assessment No standardized assessment No standardized assessment No standardized assessment Davis-Monthan AFB

10 Master of Business Administration Assessment Procedures The MFT for the MBA developed by Educational Testing Services is used as the external benchmark and is taken online/proctored in the capstone MBA 6611 course. Satisfaction data are collected by Institutional Research, Planning, & Effectiveness.

11 Davis-Monthan - MBA Expected Outcome EO1: Students will demonstrate the ability to analyze the external environment for planning purposes. This will be measured by performance on the MFT-MBA Marketing subscale with an expectation that students will score in the 50 th percentile. EO2: Students will demonstrate the ability to segment markets for planning purposes. This will be measured by performance on the MFT-MBA Marketing subscale with an expectation that students will score in the 50 th percentile. EO3: Students will demonstrate the ability to analyze organizational structure. This will be measured by performance on the MFT-MBA Management subscale with an expectation that students will score in the 50 th percentile. EO 4: Students will demonstrate the ability to analyze management control scenarios. This will be measured by performance on the MFT-MBA Management subscale with an expectation that students will score in the 50 th percentile. EO5: Students will demonstrate the ability to calculate risk and return. This will be measured by performance on the MFT-MBA Finance subscale with an expectation that students will score in the 50 th percentile. EO6:Students will demonstrate the ability to calculate cost of capital. This will be measured by performance on the MFT-MBA Finance subscale with an expectation that students will score in the 50 th percentile. Results th percentile th percentile th percentile th percentile th percentile th percentile Expectation Status Expectation exceeded Expectation exceeded Expectation exceeded Expectation exceeded Expectation not met Expectation not met

12 Davis-Monthan - MBA Expected Outcome EO7: Students will demonstrate the ability to calculate security valuation. This will be measured by performance on the MFT- MBA Finance subscale with an expectation that students will score in the 50 th percentile. EO8: Students will demonstrate the ability to calculate break-even to support decision-making. This will be measured by performance on the MFT-MBA Finance subscale with an expectation that students will score in the 50 th percentile. EO9: Students will demonstrate the ability to analyze financial statements. This will be measured by performance on the MFT- MBA Finance subscale with an expectation that students will score in the 50 th percentile. EO10: will demonstrate the ability to determine make or buy decisions. This will be measured by performance on the MFT- MBA Finance subscale with an expectation that students will score in the 50 th percentile. EO11: 80% of graduating students will evaluate their preparation for employment as good or excellent Results th percentile h percentile th percentile th percentile : 65.3% of seniors evaluated their preparation for employment as good or excellent Expectation Status Expectation not met Expectation not met Expectation not met Expectation not met Expectation not met

13 Davis-Monthan - MBA Expected Outcome EO12: 80% of graduating students will evaluate their preparation for further education as good or excellent Results : 65.1% of seniors evaluated their preparation for further education as good or excellent Expectation Status Expectation not met EO13: 80% of graduating students will evaluate overall TROY experience as good or excellent EO14: 80% of graduating students will report that they would definitely yes or probably yes attend TROY again. EO15: 80% of graduating students will report that they will recommend their academic program as definitely yes or probably yes : 65% of seniors evaluated their overall TROY experience as good or excellent : 68.4% of seniors reported that they would definitely yes or probably yes attend TROY again : 69.1% of seniors reported that they will recommend their academic program as definitely yes or probably yes Expectation not met Expectation not met Expectation not met

14 CAPSTONE EXAM MBA Program - Davis Monthan Plans for Improvement A committee is currently working on a revised capstone exam that will provide better linkage between the exam and the program student learning outcomes as well as provided improved assessment and analysis of those SLOs. Assessment of the validity of this exam will be emphasized. Plans for implementation of additional expected outcomes that will measure the following: Students ability to complete an environmental scan and internal audit for a service or manufacturing organization. Students ability to assess the current financial as well as overall status of an organization. Students ability to create a strategic plan that incorporates common management tools and uses information from the environmental scan and internal audit. Students ability to demonstrate knowledge of ethics as principles that guide decision making and behavior in organizations. Students ability to demonstrate knowledge of Accounting, Economics, Finance, Marketing, and Management theories concepts, and practices as applied to an organizational context.

15 MBA Program - Davis Monthan Plans for Improvement MBA PROGRAM ELECTIVES For AY , the MBA program elective list has been reduced to provide only courses that are more directly related to achievement of student learning outcomes. This was done in conjunction with all the various discipline coordinating committees who recommended specific electives in their disciplines contained within the MBA. QUANTITATIVE ANALYSIS COURSE To improve student quantitative skills, MBA 6640 only will be required beginning in AY Previously students had the choice of MBA 6640 (Quantitative Analysis) or MBA 6641 (Decision Theory). While MBA 6641 will still be available as an elective, MBA 6640 was thought to be more directly related to achievement of student learning outcomes. CHANGES IN ASSESSMENT STANDARDS The MBA DCC will be meeting to recommend changes in assessment standards. The discussion will focus on increasing the required MFT score to the national average as an indication of a satisfactory score. CREATION OF ASSESSMENT RUBRIC FOR RESEARCH SLO A more detailed assessment rubric will be developed to assess student achievement of the research SLO. This will require the input from the various disciplines involved in the respective MBA options.

16 MBA Program Davis Monthan Ongoing Plans for Improvement The MFT for the MBA will continue to count as 10% and the internal Capstone exam as 20% of each student s grade in the capstone course. Entrance scores to the Business Graduate programs have been raised for unconditional students beginning with the academic year. Analysis of sub-scores for the MFT will enable more precise determination of weaknesses in curriculum and improve course content to focus more on specific functional areas. There has been improvement, but greater emphasis is warranted. A problem with the capstone exam is that the multiple-choice format is not consistent with the case analytic approach that most instructors use. Currently, there is less of an emphasis in the MBA program on objective tests. Instructors teach students to analyze a situation and make recommendations. Then on the capstone exam they are asked more factually-based objective questions which cause a severe disconnect. Consequently, faculty will be asked to improve our scores in both areas by having exams throughout the program that include a combination of objective questions (to ensure factual learning) and cases (to develop analytical skills).

17 Master of Public Administration Master of Public Administration Concentration in Justice Administration Concentration in National Security Affairs Concentration in Public Human Resource Management Concentration in Public Management

18 Overview of MPA Program: & & MPA Program Delivery Expected Outcome: Over 300 students will be enrolled in the MPA program. T T T T T T All MPA Courses MPA Courses Delivered via ecampus 127/41% 134/50% 110/50% Enrollments 3,805 3,967 3,245 ecampus Enrollments 2,167/57% 2,388/61% 1940/60% Graduates [T5-T2 09] 129 % Minority 57% 58% 57% % Female 63% 60% 64% Expectation met. Davis-Monthan AFB

19 MPA Expected Outcomes & Assessment Methods Assessment of Knowledge Base Contributions of MPA Courses to Knowledge Base in Understanding different values and cultures Understanding political institutions and processes Understanding economic and social institutions and processes Understanding the interactions of the public organizations, the community, and the policy environment Understanding organizational and human behavior Understanding human resource management Understanding governmental budgeting Assessment Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Davis-Monthan AFB

20 MPA Expected Outcomes & Assessment Methods Assessment of Skills Contributions of MPA Courses to Skills in Writing effectively Giving effective presentations Critically analyzing written information Defining and solving problems Applying research principles Using computer technology to present work, find information, or solve problems Analyzing public policy decisions Planning and evaluating programs Influencing or changing the political system Functioning as a responsible member of a diverse community Assessment Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Annual Survey Davis-Monthan AFB

21 Overview of MPA Program: MPA Program Locations Troy Campus ecampus Atlantic Region Arlington, VA Ft. Belvoir, VA Norfolk, VA Peninsula, VA Western Region Davis-Monthan AFB/Tucson, AZ Florence, AZ cohort Southeast Region Atlanta, GA Clarksville, TN Ft. Benning/Columbus, GA Ft. Walton Beach, FL Jacksonville, FL Orlando, FL Pensacola, FL Shaw AFB, SC Tampa, FL Davis-Monthan AFB

22 MPA Program Level Expected Outcomes Progress toward NASPAA accreditation: Met this outcome with Troy University Self Study for NASPAA; 90% of respondents to annual survey of MPA students and alumni will agree with following three outcomes; met outcomes #1 and # MPA Survey of Students & Alumni MPA Program Outcomes 1) MPA curriculum contributes to skills & knowledge base; Met outcome. 2) MPA program experience contributes to readiness for a career in public administration; Exceeded outcome. 3) Satisfied with the quality of faculty advising and guidance. Did not meet outcome. Percentage of Respondents Agreeing 90% 95% 87% Davis-Monthan AFB

23 MPA Program Expected Outcome (EO) 90% of students will achieve success in PA6699 Capstone MPA Program met this EO with 97% of students passing Results by Location Location Total Number of Students #/% Passing #/% Failing Atlanta, GA 22 22/100% 0/0% ecampus /96% 7/4% Florence, AZ (Davis-Monthan AFB cohort) 14 14/100% 0/0% Ft. Belvoir, VA 6 6/100% 0/0% Ft. Walton Beach, FL 1 1/100% 0/0% Norfolk, VA 23 23/100% 0/0% Orlando, FL 3 3/100% 0/0% Shaw AFB, SC 3 3/100% 0/0% Troy, AL 2 2/100% 0/0% Davis-Monthan AFB/Tucson, AZ 4 4/100% 0/0% Total /97% 7/3% Davis-Monthan AFB

24 Overview of MPA Program: MPA Program Locations Troy Campus ecampus Atlantic Region Bethesda, MD Ft. Belvoir, VA Norfolk, VA Peninsula, VA Western Region Davis-Monthan AFB/Tucson, AZ Florence, AZ cohort Southeast Region Atlanta, GA Clarksville, TN Ft. Benning/Columbus, GA Ft. Walton Beach, FL Jacksonville, FL Orlando, FL Pensacola, FL Shaw AFB, SC Tampa, FL Davis-Monthan AFB

25 MPA Program Level Expected Outcomes Progress toward NASPAA accreditation: Met this outcome with NASPAA Site Visit in April 2009; 90% of respondents to annual survey of MPA students and alumni will agree with following three outcomes; met outcomes #1 and # MPA Survey of Students and Alumni MPA Program Outcomes 1) MPA curriculum contributes to skills & knowledge base; Exceeded outcome. 2) MPA program experience contributes to readiness for a career in public administration; Exceeded outcome. 3) Satisfied with the quality of faculty advising and guidance. Did not meet outcome. Percentage of Respondents Agreeing 93% 92% 84% Davis-Monthan AFB

26 MPA Program Expected Outcome (EO) 90% of students will achieve success in PA6699 Capstone MPA program met this EO with 92% of students passing PA Results by Location Location Total Number of Students #/% Passing #/% Failing Atlanta, GA 40 40/100% 0/0% ecampus /89% 20/11% Ft. Belvoir, VA 2 2/100% 0/0% Ft. Benning/Columbus, GA 1 1/100% 0/0% Norfolk, VA 21 20/95% 1/5% Shaw AFB, SC 4 4/100% 0/0% Tampa, FL 6 6/100% 0/0% Troy, AL 11 11/100% 0/0% Total /92% 21/8% Davis-Monthan AFB

27 Overview of MPA Program: MPA Program Locations Troy Campus ecampus Atlantic Region Bethesda, MD Ft. Belvoir, VA Ft. Eustis, VA Little Creek, VA Norfolk Regional, VA Western Region Davis-Monthan AFB/Tuscon, AZ Florence, AZ cohort* *MPA program ending Southeast Region Atlanta, GA Columbus, GA Columbus, GA-LaGrange Community Action Cohort* Ft. Walton Beach, FL* Jacksonville, FL Jacksonville, FL-St. John County Sheriff Office Cohort* Orlando, FL Pensacola, FL Pensacola, FL-Escambia County Sheriff Office Cohort Shaw AFB, SC/Sumter, SC* Tampa, FL Tampa, FL Polk County Sheriff Office Cohort Davis-Monthan AFB

28 MPA Program Level Expected Outcomes Progress toward NASPAA accreditation: Met this outcome with NASPAA Accreditation in July Minimum of 90% of respondents to annual survey of MPA students and alumni will agree with following outcomes: [2010 MPA Survey of Students and Alumni Implementing] MPA Program Outcomes 1) MPA curriculum contributes to skills & knowledge base. 2) MPA program experience contributes to readiness for a career in public administration. Percentage of Respondents Agreeing To be determined in June of ) Satisfied with the quality of faculty advising and guidance. Davis-Monthan AFB

29 MPA Program Expected Outcomes (EO) 90% of students will achieve success in PA6699 Capstone MPA program meeting this EO with 95% of students passing PA6699 T5, T1, T & Spring 2010 Results by Location Location Total Number of Students #/% Passing #/% Failing Atlanta, GA 24 24/100% 0/0% ecampus /92% 8/8% Jacksonville, FL 13 13/100% 0/0% Florence, AZ (Davis- Monthan AFB cohort) 7 7/100% 0/0% Troy campus 6 6/100% 0/0% Total /95% 8/5% Davis-Monthan AFB

30 2010 MPA Program Plans for Further Improvement Achieve accreditation by National Association of Schools of Public Affairs and Administration (NASPAA); Achieved July 2009 with provisions. NASPAA Provision: During , develop procedures to implement the MPA admission policy and train faculty and support services staff in admission policy and procedure; Implementing MPA Admission Policy and procedures. NASPAA Provision: During , expand membership of MPA Advisory Board to 12 members; Implementing, MPA Advisory Board includes nine (9) members. NASPAA Provision: During , develop a central website for the MPA program with Global Campus and ecampus locations linking to central MPA website; ensure website includes links to MPA faculty advisors and resources for MPA students; Pending hiring of Coordinator of MPA Student Services. Davis-Monthan AFB

31 2010 MPA Program Plans for Further Improvement NASPAA Provision: Hire a Coordinator of MPA Student Services; Not accomplished, approval of position is pending. NASPAA Provision: During , develop and implement a survey of employers of MPA students; Pending hiring of Coordinator of MPA Student Services. NASPAA Provision: During , clarify MPA internship waiver requirements regarding required types of experience; Accomplished at Nov 2009 MPA Faculty Meeting. During , provide training for faculty and support services staff in implementing MPA advising policy and procedures; In progress Develop marketing material for MPA program. Davis-Monthan AFB

32 2010 MPA Program Plans for Further Improvement 90% of students will achieve success in PA6699 Capstone. PA6699 Capstone relies on analyses of core course concepts and case analyses by students to assess their accomplishment of the six course learning objectives. The percentage of students passing PA6699 offered through ecampus is lower than at other locations. 1) MPA faculty will consider revising the PA6699 course description to limit enrollment to students who have completed all core courses; 2) PA6699 instructors will provide an evaluation of student performance on their analyses of core course concepts and on their case analyses for review and actions by MPA faculty to improve student success; 3) MPA faculty will discuss strategies to integrate case analysis assessments in all MPA core courses to ensure students are familiar with case analysis. Davis-Monthan AFB

33 Master of Science in Human Resource Management MSHRM Davis-Monthan Headcount Tally & Graduation Numbers Location Academic Year Headcount Graduation # Davis-Monthan Fall Davis-Monthan AFB

34 MSHRM Program Assessment Procedures The Pre-PHR exam received from the Society of HRM (SHRM) is used as the external benchmark and is taken online/proctored in the capstone HRM 6698 course. A three-hour, internal Capstone exam (100 multiple choice questions based on a case) constructed by Troy University faculty is also administered online/proctored in the capstone HRM 6698 course. Davis-Monthan AFB

35 MSHRM Program Expected Outcomes & Assessment (1-4) Expected Outcome EO 1: Evidence knowledge of the theory, concepts, values, principles, legal constraints, and practices of Human Resource Management. EO 2: Upon completion of the MS in the HRM program, students will be able to recognize, define, analyze, develop solutions, and conduct implementation planning using an open systems approach. EO 3: Students will be able to use common HR tools and approaches to analyze, organize, represent, and communicate HR management data. EO 4: Students will demonstrate the ability to analyze, select, and present HR strategies that support the competitive strategies of an organization. Core Courses Supporting MGT 6671, MGT 6681, HRM 6601 HRM 6603, HRM 6622, HRM 6623, HRM 6632, HRM 6635, & HRM 6698 HRM 6603, HRM 6623, MGT 6681 & HRM 6698 MGT 6671, MGT 6681, HRM 6601, HRM, 6603, HRM 6622, HRM 6623, HRM 6632, HRM 6635, & HRM 6698 MGT 6681,HRM 6603, HRM 6622, HRM 6623,HRM 6632, & HRM 6698 Davis-Monthan AFB

36 MSHRM Program Curriculum Matrix Note that all of the EOs for each individual course listed below apply to the respective MSHRM program EOs, e.g. all the EOs for HRM 6601 apply to MSHRM program EO 1 and 3 Course EO 1 EO 2 EO 3 EO 4 HRM 6601 X X HRM 6603 X X X X HRM 6622 X X X HRM 6623 X X X X HRM 6632 X X HRM 6635 X X MGT 6671 X X MGT 6681 X X X X HRM 6698 X X X X Davis-Monthan AFB

37 MSHRM Program Expected Outcomes and Results (1-4) EO 1: Evidence knowledge of the theory, concepts, values, principles, legal constraints, and practices of Human Resource Management. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better within one standard deviation (SHRM; Pre-PHR Exam) - 80% must achieve a score of 67 or better within one standard deviation (SHRM determined passing score). EO 2: Demonstrate the ability to utilize an open systems approach to Human Resource problem solving to include problem recognition, definition, analysis, solution development, implementation planning, and effective written and/or oral communication. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better within one standard deviation; Pre-PHR exam - 80% must achieve a score of 67 or better within one standard deviation (SHRM determined passing score). EO 3: Have an understanding of tools and approaches to analyzing, organizing, representing, and communicating Human Resource Management data. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better within one standard deviation; Pre- PHR Exam - 80% must achieve a score of 67 or better within one standard deviation (SHRM determined passing score). EO 4: Students will demonstrate the ability to analyze, select, and present HR strategies that support the competitive strategies of an organization. This will be measured using the MSHRM Capstone Exam and the Pre-PHR exam. Goal is for 80% of students to score at 70 or above on the Capstone exam within one standard deviation and for 80% or above the passing score of 67 for the Pre-PHR within one standard deviation (SHRM determined passing score). Davis-Monthan AFB

38 MSHRM Program Assessment Procedures Students in the MSHRM program are required to take the Pre-PHR developed and administered by the Society of Human Resource Management and the MSHRM Capstone exam during the HRM 6698 Strategic Human Resource Management course. The Pre-PHR exam is taken online in a proctored computer laboratory environment and students have one-and-a-half hours to complete the exam. Students also take the three-hour MSHRM Capstone exam online, while observed by a proctor. The Capstone exam consists of 100 HRM questions developed by HRM faculty based upon a preselected Harvard Business School case. The case is provided to the student at the beginning of the exam. Each course in the MSHRM program has student learning outcomes listed on the SCOB Master Syllabi. Davis-Monthan AFB

39 MSHRM Program Assessment Results MSHRM ASSESSMENT Data by site not available for The average score for the MSHRM capstone exam was 51 and the average for the Pre-HRM exam was 55. MSHRM CAPSTONE pass rate (70 to pass): 0.0% GOAL: 80% PASSING PRE-HRM pass rate (67 to pass): 61.0% GOAL : 80% within one standard deviation of passing score Goals were not met. Davis-Monthan AFB

40 MSHRM Program Assessment Results MSHRM ASSESSMENT: Dothan MGM Ecampus UC SE UC ATl Total PreHR Capstone NA The average score for the MSHRM capstone exam was 55 and the average for the Pre-HRM exam was MSHRM CAPSTONE pass rate (70 to pass): 7.0% GOAL- 80% PASSING PRE-HRM pass rate (67 to pass): 57.0% GOAL- 80% within one standard deviation of passing score * Goals were not met Davis-Monthan AFB

41 MSHRM Program Assessment Results MSHRM ASSESSMENT: Dothan MGM Ecampus UC SE UC ATL Total PrePHR NA 57.2 Capstone NA 53.9 The average score for the MSHRM capstone exam was 53.9 and the average for the Pre-HRM exam was MSHRM CAPSTONE pass rate (70 to pass): 2.6.0% GOAL- 80% PASSING PRE-HRM pass rate (67 to pass): 68.0% GOAL- 80% within one standard deviation of passing Goals were not met Davis-Monthan AFB

42 MSHRM Program Assessment Results MSHRM ASSESSMENT: DATA UNAVAILIBLE; Note: data is gathered on an annual academic year basis. The academic year will not end until May Davis-Monthan AFB

43 MSHRM Program Graduate Survey Assessment Results 81.1% Graduates of the SCOB graduate programs report that the overall quality of the academic program is good or better. 85.3% are convinced that the degree program for which they enrolled is valuable to them in their employment. While no data is not yet available for academic year, past data of student learning outcomes for classroom students vs. online students are similar. In fact, online results are more favorable than in class outcomes. We do not anticipate any significant differences for PrePhr Capstone Exam Troy total ecampus total Troy total ecampus total Davis-Monthan AFB

44 MSHRM Program Plans for Further Improvement Pursuant to Assessment Results The Pre-PHR exam will continue to count as 10% (began at the end of assessment) of each student s grade in the capstone course. The Capstone Exam will continue to count as 20% (began in late ) of each student s grade in the capstone course. Entrance scores to the Business Graduate programs have been raised for unconditional students beginning with the academic year. Also the MAT was deleted from the entrance exam list for the MSHRM degree. Either the GMAT or the GRE is now required. A problem with the capstone exam is that the multiple-choice format is not consistent with the case analytic approach that most instructors use. Currently, there is less of an emphasis in the MSHRM program on objective tests. Instructors teach students to analyze a situation and make recommendations. Then on the capstone exam they are asked more factually-based,objective questions which cause a severe disconnect. Consequently, faculty will continue to be asked to improve our scores in both areas by having exams throughout the program that include a combination of objective questions (to ensure factual learning) and case analysis (to develop analytical skills). Davis-Monthan AFB

45 MSHRM Program Plans for Further Improvement Pursuant to Assessment Results In addition, the MSHRM program of courses was examined last academic year and found not to address several areas of the Pre-PHR exam. A committee reviewed the program and implemented changes to the program starting fall 2009 term. Additionally, the HRM capstone was revised in 2009 to align questions with the SLO s of the new MSHRM program. HRM 6623 was designated as the research course for MSHRM program and traditional research paper has been approved for this course. A grade of B or better is required in order to successfully complete this course. MSHRM Program EO 5, 80% of the MSHRM students will score 80 or higher on the research component of the research course HRM 6623 A common professional core has been approved to be added to the MSHRM program for those entering the program in fall 2009 and later that hold non-business undergraduate degrees. Minimum entrance standards for the GMAT, GRE and GPA have been recommended and approved by the graduate committee for implementation fall 2010 to improve the quality of the program and assessment scores. Davis-Monthan AFB

46 MSHRM Program Plans for Further Improvement Pursuant to Assessment Results EO 1: Evidence knowledge of the theory, concepts, values, principles, legal constraints, and practices of Human Resource Management. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better (SHRM; Pre-PHR Exam - 80% must achieve a score of 67 or better (SHRM determined passing score). EO 2: Demonstrate the ability to utilize an open systems approach to Human Resource problem solving to include problem recognition, definition, analysis, solution development, implementation planning, and effective written and/or oral communication. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better; Pre- PHR exam - 80% must achieve a score of 67 or better (SHRM determined passing score). Davis-Monthan AFB

47 MSHRM Program Plans for Further Improvement Pursuant to Assessment Results EO 3: Have an understanding of tools and approaches to analyzing, organizing, representing, and communicating Human Resource Management data. Assessment Measures: Course Capstone Exam - 80% must achieve a score of 70 or better; Pre-PHR Exam - 80% must achieve a score of 67 or better (SHRM determined passing score). EO 4: Students will demonstrate the ability to analyze, select, and present HR strategies that support the competitive strategies of an organization. This will be measured using the MSHRM Capstone Exam and the Pre-PHR exam. Goal is for 80% of students to score at 70 or above on the Capstone exam and for 80% or above the passing score of 67 for the Pre-PHR (SHRM determined passing score). EO 5: Evidence that students have an ability to prepare a traditional research paper. Assessment measure: 80% of the MSHRM students will score 80 or higher on the research component of the research course HRM 6623; a grading rubric was developed for assessment purposes beginning academic year Davis-Monthan AFB

48 MSHRM Program Davis Monthan Recommended Program Actions A. faculty will be asked to improve our scores in both areas by having exams throughout the program that include a combination of objective questions (to ensure factual learning) and cases (to develop analytical skills). B. reviewing syllabi and instituting a policy of requiring that course content is linked to course SLOs for individual courses C. Increase monitoring of adjunct faculty teaching to ensure that they are truly covering the required course material and that their courses have the desired level of rigor. Davis-Monthan AFB

49 Master of Science in International Relations Master of Science in International Relations Concentration in Global Studies Concentration in National Security Affairs Concentration in Regional Affairs

50 Availability Alabama Campuses Troy Dothan Global Campus ecampus Ft. Bragg/Fayetteville, NC Ft. Belvoir, VA Ft. Benning/Columbus, GA Tampa Bay, FL Ft. Carson/Colorado Springs, CO Ft. Lewis, WA Davis-Monthan AFB/Tucson, AZ Malmstrom AFB, MT San Antonio, TX Kadena AFB, Japan Misawa AFB, Japan Yongsan Army Garrison, South Korea Worldwide President Barack Obama conversing with Indian Prime Minister Manmohan Singh, Danish Foreign Minister Per Stig Møller, and Israeli President Shimon Peres at the United Nations Climate Change Conference in Copenhagen, Denmark, Dec 19, 2009 (Official White House Photo by Pete Souza)

51 Full-Time Faculty MSIR full-time faculty are located at several Troy University locations Troy Campus 4 Dothan Campus 4 Fayetteville 2 Ft Belvoir 0 (Hiring in progress) Columbus 0 (Hiring in progress) Ft. Walton FL 1 Ft. Lewis 1 Colorado Springs 1 Kadena 2 (Replacement of 1 hiring in progress) Yongsan 0 (Hiring in progress) Total 15 (18 after spring hiring)

52 MSIR Program Recent Improvements Dr. David Hayes has taken over advising direction in the Southeast as well as Atlantic Region pending arrival of new faculty assets in the Southeast Region General J. Gary Cooper former US Ambassador to Jamaica is Troy University Ambassador in Residence for ; he participated in events at the Troy and Montgomery campuses A summer study abroad program to be held at the University of Padova, Italy was fully organized; it will not be conducted, however, because an insufficient number of students were able to commit to the program although the program was modestly priced for what it offered, it remained prohibitively expensive for many Troy students

53 MSIR Program Davis-Monthan Recent Improvements The new Site Director, John Parsons has created an IR speakers series to increase visibility of the program in the Tucson area

54 MSIR Program Expected Outcomes and Results The effectiveness of Troy University s MSIR Program is measured by the following Expected Outcomes and Results; 1-3 are Program Outcomes; 4-6 are Student Outcomes 1. Number of MSIR students 2. Number of MSIR graduates 3. Percentage of MSIR courses taught by full-time faculty 4. Percentage of MSIR students who passed the Comprehensive Examination the first time 5. Percentage of MSIR Students who received an A in their research project in IR 6601 Research Method 6. Percentage of MSIR graduating students satisfied with the overall quality of the MSIR program

55 MSIR Program Curriculum Map Expected Outcome and Result Supporting Courses Assessment Method 1. Number of MSIR Students NA DB (Database) 2. Number of MSIR Graduates NA DB 3. Percentage of MSIR course taught by full-time faculty NA DB 4. An understanding of international relations theory and international political economy and their application to historical and contemporary circumstance IR 5551 Survey of IR IR 6620 International Political Economy IR 6652 Theory and Ideology of International Relations FE (Final Examination MSIR Comprehensive Examination) 5. Percentage of MSIR Students receiving an A on IR 6601research projects IR 6601 Research Methods in International Relations RP (Research Project) 6. Percentage of MSIR Graduates satisfied with the overall quality of the MSIR program All courses and support S (Survey)

56 MSIR Program Expected Outcomes and Results Expected Outcome 4 focuses on student learning. Students in the Master of Science in International Relations program are expected to demonstrate the following through completion of their final exam: Explain major theories of International Relations. Summarize the contributions of prominent authors in International Relations. Compare and contrast differing explanations of international events. Criticize theoretical explanations of international events. Recommend international policies.

57 MSIR Program Tucson Expected Outcomes and Results 1 Number of MSIR Students Goal Fall 2009 Average # Not Met / Met / Exceeds Tucson Exceeds Expected Outcomes and Results 2 Number of MSIR Graduates Goal Fall 2009 Average # Not Met / Met / Exceeds Tucson Not Met

58 MSIR Program - Tucson Expected Outcomes and Results 3 Percentage of MSIR courses taught by full-time faculty Goal Fall 2009 Average % Not Met / Met / Exceeds Tucson 50% 01/06 04/06 00/00 42% Not Met Expected Outcomes and Results 4 Percentage of MSIR graduating students satisfied with the overall quality of the MSIR program Goal Fall 2009 Average % Not Met / Met / Exceeds Tucson 90% NA NA 00/00 NA NA

59 MSIR Program Tucson Expected Outcomes and Results 5 Percentage of MSIR Students who passed the Comprehensive Examination the first time Goal Fall 2009 Average % Not Met / Met / Exceeds Tucson 75% 04/04 03/03 01/01 100% Exceeds Expected Outcomes and Results 6 Percentage of MSIR students who received an A in their research project in IR 6601 Research Method Goal Fall 2009 Average % Not Met / Met / Exceeds Tucson 50% NA NA 00/00 NA NA

60 MSIR Program Student Satisfaction Expected Outcomes and Results Graduate Student Survey It is expected that MSIR students will express 81-90% satisfaction with library resources. Result: Student Satisfaction Survey (n=84) indicates 86% satisfaction. Expectation met. It is expected that MSIR students will express 81-90% satisfaction with instruction in major courses. Result: Student Satisfaction Survey (n=110) indicates 95% satisfaction. Expectation exceeded. It is expected that MSIR students will express 81-90% satisfaction with advising services. Result: Student Satisfaction Survey (n=108) indicates 81% satisfaction. Expectation met. It is expected that MSIR students will express 81-90% satisfaction with faculty s use of educational technology. Result: Student Satisfaction Survey (n=111) indicates 95% satisfaction. Expectation exceeded.

61 MSIR Program Plans for Further Improvement The April 9-11, 2010, faculty meeting discussed a number of issues and agreed on the following action items for MSIR program improvement Enhancing program quality, recruitment, and retention Discussion: MSIR faculty agreed that the Troy University MSIR program provides a high quality product to a diverse though often military predominant constituency; the program has unmatched flexibility of instruction and an impressive faculty; its advantages are not necessarily well understood by faculty and administrative personnel, nor are all administrative procedures optimum Action: Ensure all instructors and administrative personnel are aware of MSIR program requirements and advantages (Krupnick) Action: Create an easy-to-use document to evaluate PME (military education) transfer credit (Krupnick) Action: Renew emphasis on a dedicated MSIR website (Taylor) Action: Increase efforts at undergraduate recruitment both within the Troy system and statewide (Krupnick) Action: Improve mid-program advisement to increase retention rates (Hayes)

62 MSIR Program Plans for Further Improvement Resolve differences in outcomes between in-class and online students Discussion: Students associated with in-class instruction at Alabama and Global Campus sites have a persistent 20% greater success rate at passing the MSIR comprehensive examination the first time than do students associated with on-line instruction through ecampus, 85% vs. 65%; the current written guidance on comprehensive examinations provided to ecampus students was useful but had not affected exam success rates Discussion: It was believed that some of the difference in success rate was almost unavoidable because of the greater contact with in-class faculty as well as the dedicated academic environment experienced by many in-class students many if not most ecampus students work full-time; some of the difference, however, was undoubtedly caused by inadequate preparation for the comprehensive examination by ecampus students as a result of lack of faculty contact and unfamiliarity with the standards expected Action: Ensure all instructors, particularly those teaching ecampus courses, are aware of their roles as mentors and advisors. (Krupnick) Action: Develop new means of ensuring ecampus students are fully prepared for their comprehensive examinations. (Fiedler)

63 MSIR Program Plans for Further Improvement Clarification and possible alteration of MSIR comprehensive examination methodology Discussion: The MSIR comprehensive examination has four sections that are effectively covered by required core courses; the nomenclature and alignment of tested material to required courses could be improved, however Discussion: Research methods is not evaluated during the comprehensive examination even though IR 6601 Research Methods is a required core course Action: No action required at this time; faculty committees are being formed to evaluate research assessment needs and the content of IR 5551 Survey of International Relations a core course considered key to current comprehensive examination preparation; once these studies are completed, faculty attention will return to the comprehensive examination and its utility in assessing student learning

64 MSIR Program Plans for Further Improvement MSIR Comprehensive Examination Administration Discussion: p. 33 of the Graduate Catalog under 1. Comprehensive Examination has the statement Students choosing this option must successfully complete a six-hour comprehensive examination, typically after all course work is completed or during the last term that they are registered for course work; students and administrators sometimes use the word typically to argue that students be allowed to take the comprehensive examination earlier than the last term of classes, which is not the intent of the statement Action: Create a change proposal for the Graduate Catalog that removes the word typically for the above cited statement (Fiedler)

65 MSIR Program Plans for Further Improvement Graduate Catalog MSIR Admission to Candidacy procedures Discussion: p. 31 of the Graduate Catalog under Requirements for Admission to Candidacy has the statement If the student makes a D or F in a core course, the course must be retaken; if the student makes a D or F in an elective course, the course may be retaken or another elective taken in its place Discussion: The placement of the above statement in the Graduate Catalog confuses students and administrators on the requirements for admission to candidacy Action: Create a change proposal for the Graduate Catalog that moves the statement in question to the next section of p. 31, i.e., Degree Requirements (Fiedler)

66 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals; because of the complexity and interrelationship of some proposals, further study by faculty committee may be required Discussion: Globalization has been specifically taught as an IR 6629 Seminar in International Relations course on ecampus; there may be a need and market to continue teaching the subject matter of the course Action: Evaluate the desirability and feasibility of a permanent MSIR course on the topic of globalization; create a change proposal to add the course to the Graduate Catalog if appropriate (Course and Concentration Committee) Discussion: The interest in and impact of environmental and resource issues on international relations has grown because of population and economic pressures and increased public awareness Action: Offer a temporary course titled IR 6630 Environmental Security and Governance in Term 1/2010; create a change proposal to add the course to the Graduate Catalog if the temporary course is successful (Harrington)

67 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals (continued) Discussion: IR 6656 International Power and Influence covers material relevant to the National Security Affairs concentration Action: Create a change proposal for the Graduate Catalog that adds IR 6656 to the list of course options available for the National Security Affairs concentration (Hayes) Discussion: The Middle East and Africa are regions of substantial contemporary interest in international relations; the MSIR program has a Region Affairs concentrations with Latin America, Europe, and Asia groups but does not have a Middle East or Africa group Action: Investigate the desirability and feasibility of establishing a Regional Concentration group on the Middle East and Africa; submit a Graduate Catalog change proposal if appropriate (Course and Concentration Committee)

68 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals (continued) Discussion: Courses IR 6647 Western Europe in World Affairs and IR 6642 Russia and Eastern Europe in World Affairs do not reflect the geopolitical changes since the end of the Cold War; i.e., most of the countries in what is considered Central and Eastern Europe are now members of NATO and the European Union, organizations that must be considered as part of Western Europe in course IR 6647; a possible realignment would be to rename IR 6647 Europe in World Affairs and consider primarily the member countries of NATO and the European Union; IR 6642 could be re-titled Eurasia in World Affairs and would focus on Russia, Belarus, Ukraine, and the countries of the Caucasus and Central Asia Discussion: Changes to IR 6642 may affect Asian countries covered by IR 6645 Asia in World Affairs Action: Consider restructuring courses IR 6647 Western Europe in World Affairs, IR 6642 Russia and Eastern Europe in World Affairs, and IR 6645 Asia in World Affairs; submit Graduate Catalog change proposal if appropriate (Course and Concentration Committee)

69 MSIR Program Plans for Further Improvement IR 6601 Research Methods in International Relations course requirements Discussion: The course description for IR 6601 requires a substantial research paper, a requirement that takes considerable student and class time and, according to one professor, can preclude adequate instruction of research methodology Discussion: A possible corrective action would be to delete the substantial research paper as a requirement for IR 6601 and to place it elsewhere in the program, perhaps in an entirely new capstone course, or to delete the requirement entirely Action: Evaluate IR 6601 Research Methods in International Relations course requirements including possible removal of the substantial research paper requirement; make recommendations on where the substantial research paper requirement should be placed if removed from IR 6601; create a change proposal for the Graduate Catalog as appropriate; consider creation of an instructor guide specifying what should be covered in the course (Research Requirements Committee)

70 MSIR Program Plans for Further Improvement Evaluate Student Satisfaction Survey Procedures Discussion: Overall student satisfaction with the program by one measure was less than the desired 90% Action: Because the survey had a very small data set, investigate revised or new student survey procedures to achieve greater student participation and more effectively sample students from the various campuses and sites of the MSIR program; pursue other program action items to improve program advising and administrative procedures, increase course and program relevance, and reduced the difference between ecampus and in-class student performance (Krupnick) Evaluate Student Research Assessment procedures Discussion: Assessment of student research is currently accomplished by comparing the number of A s received by students on their IR 6601 research papers to the total number of students submitting the papers; this is an adequate means of evaluation, but further study may determine better ways to assess student research achievement Action: Evaluate the current practice of research assessment and make recommendations for change as appropriate (Research Requirements Committee)

71 MSIR Program Plans for Further Improvement IR 5551 Survey of International Relations timing and requirements Discussion: IR 5551 is intended to be one of the first courses taken by students in order to provide a foundation for the rest of the courses in the MSIR program, yet some students delay taking the course until well into the program Discussion: IR 5551 can be redundant to IR 6652 Theory and Ideology of International Relations because both courses focus substantially on international relations theory Discussion: The IR 5551 course description does not currently contain a methodology component, perhaps contributing to some student papers submitted in other courses that are well short of the procedures and analysis expected of the MSIR program Action: Reemphasize through changes to the Graduate Catalog and other means the importance of completing IR 5551 early in the MSIR program; develop an instructor guide that more specifically describes what must be covered in IR 5551; consider whether an introduction to IR research methodology should be included in IR 5551 course design (Research Requirements Committee)

72 MSIR - Davis-Monthan/Tucson Plans for Further Improvement A new Site Director has been hired The Tucson site did not meet its enrollment goal of 10 students; to increase the number of students, the site will Ensure that Tucson site administrative personnel are aware of MSIR program requirements and advantages Ensure advisors make appropriate use of the PME (military education) transfer credit guide, when provided Implement improved MSIR marketing efforts under the direction of the new Site Director The Tucson site did not meet its annual goal of 4 graduates; in addition to increasing recruitment efforts, the site will Provide greater advisor attention to initial student course selection Offer more regimented and detailed mid-program student advisement

73 Master of Science in Management Master of Science in Management Concentration in Human Resources Management Concentration in Healthcare Management Concentration in International Management Concentration in Leadership and Organizational Effectiveness MSM Davis Monthan Head Count And Graduation Data Teaching Location Student Headcount Graduation Number Fall Fall 2009 Davis-Monthan AFB, AZ ecampus

74 MSM Program Assessment Procedures The Educational Testing Service Major Field Test (MFT) for the Master of Business Administration (MBA) is used as the external benchmark and is taken on-line/proctored in the capstone MGT6685 course. A three-hour, internal Capstone exam (100 multiple choice questions developed from analysis of a Harvard Business School case) constructed by Troy University faculty is also administered on-line/proctored in the capstone MGT6685 course.

75 MSM Program Curriculum Map EO1: Students will be able to demonstrate knowledge of the theory, concepts, principles, and practices of business management. Core courses supporting EO#1: MGT6671, MGT6685, MGT6696 EO2: Students will be able use an open system approach to management problem solving to include problem recognition, analysis through the use of conceptual and theoretical measurements and diagnostics, solution development, implementation, planning, and effective written and oral communication. Core courses supporting EO#2: BUS6610, MGT6627, MGT6671, MGT6685, MGT6696 EO3: Students will demonstrate the ability to analyze, select, and present strategies that support a selected management specialty area. Core courses supporting EO#3: MGT6671, MGT6685, MGT6696 EO4: Students will use common management tools and approaches to analyze and interpret management data and use effective strategies to design management processes. Core courses supporting EO#4: BUS6610, MGT6671, MGT6685, MGT6696

76 MSM Curriculum Matrix Note that all of the EOs for each course listed below apply to the respective MSM program EOs, e.g., all the EOs for MGT6671 apply to MSM Program EOs 1, 2, 3, and 4 EO1 EO2 EO3 EO4 BUS 6610 X X MGT 6627 X MGT 6671 X X X X MGT 6685 X X X X MGT 6696 X X X X

77 MSM Program Expected Outcome 1 EO1: Students will be able to demonstrate knowledge of the theory, concepts, principles, and practices of business management. This will be measured using the MSM Capstone Exam and the MFT-MBA. The goal is for 80% of students to score at 70 or above on the Capstone exam;. also 70% of students to score at or above the national mean score on the MFT. Course Expected Outcomes supporting Program Level EO1: MGT6671 Organizational Behavior MGT6696 Financial Analysis MGT6685 Management Strategy

78 MSM Program Expected Outcome 2 EO2: Students will be able use an open system approach to management problem solving to include problem recognition, analysis through the use of conceptual and theoretical measurements and diagnostics, solution development, implementation, planning, and effective written and oral communication. This will be measured using the MSM Capstone Exam and the MFT-MBA. Goal is for 80% of students to score at 70 or above on the Capstone exam ; also 70% of students to score at or above the national mean score on the MFT. Course Expected Outcomes supporting Program Level EO2: BUS 6610 Business Research Design MGT 6627 Specialized Study in Management MGT 6671 Organizational Behavior MGT 6685 Management Strategy MGT6696 Financial Analysis

79 MSM Program Expected Outcome 3 EO3: Students will demonstrate the ability to analyze, select, and present strategies that support a selected management specialty area. This will be measured using the MSM Capstone Exam and the MFT-MBA. Goal is for 80% of students to score at 70 or above on the Capstone exam ; also 70% of students to score at or above the national mean score on the MFT. Course Expected Outcomes supporting Program Level EO3: MGT 6671 Organizational Behavior MGT6685 Strategic Management MGT6696 Financial Analysis

80 MSM Program Expected Outcome 4 EO4: Students will use common management tools and approaches to analyze and interpret management data and use effective strategies to design management processes. This will be measured using the MSM Capstone Exam and the MFT-MBA. Goal is for 80% of students to score at 70 or above on the Capstone exam: also 70% of students to score at or above the national mean score on the MFT. Course Expected Outcomes supporting Program Level EO4: BUS 6610 Business Research Design MGT 6671 Organizational Behavior MGT 6685 Management Strategy MGT 6696 Financial Analysis

81 MSM Program Assessment Procedures Students in the MSM program are required to take the ETS Major Field Test-MBA (MFT-MBA) and the MSM Capstone exam during the MGT 6685 Management Strategy course. The MFT exam is taken online in a proctored computer laboratory environment and students have three hours to complete the exam. Students also take the MSM Capstone exam online, while observed by a proctor and have three hours to complete the exam. The Capstone exam questions are based on a preselected Harvard Business School case that has been analyzed by the appropriate faculty. The case is provided to the student at the beginning of the exam. Each course in the MSM program has Expected outcomes listed on the SCOB Master Syllabi.

82 MFT-MSM Assessment Results The Major Field Test (MFT) in Masters in Business Administration (MBA) National means score is (50 th percentile). Assessment ecampus (25 th percentile) GC sites (20 th percentile) Goal: 70% of students to score at or above the national mean score on the MFT. Outcome: Goal not met.

83 MFT-MSM Assessment Results (Continued) The Major Field Test (MFT) in Masters in Business Administration (MBA) National means score is (50 th percentile). Assessment Albany (15 th percentile) 2. Atlanta (20 th percentile) 3. Augusta (20 th percentile) 4. Clarksville (10 th percentile) 5. Davis-Monthan AFB (15 th percentile) 6. ecampus (30t h percentile) 7. Eglin AFB None taken possibly due to small enrollment 8. Ft. Benning (25 th percentile) 9. Ft. Bragg (15 th percentile) 10. Ft. Carson (45 th percentile) 11. Ft. Lewis (35 th percentile) 12. Ft. Walton Beach (35 th percentile) 13. Holloman AFB (1 st percentile) Goal: 70% of students to score at or above the national mean score on the MFT. Outcome: Goal not met.

84 MFT-MSM Assessment Results (Continued) The Major Field Test (MFT) in Masters in Business Administration (MBA) National means score is (50 th percentile). Assessment Albany (20 th percentile) 2. Atlanta (10 th percentile) 3. Augusta (25 th percentile) 4. Clarksville None taken possibly due to small enrollment (3) 5. Davis-Monthan AFB (55 th percentile) 6. ecampus (30 th percentile) 7. Eglin AFB (40 th percentile) 8. Ft. Benning (25 th percentile) 9. Ft. Bragg (15 th percentile) 10. Ft. Carson None taken possibly due to small enrollment (9) 11. Ft. Lewis (45 th percentile) 12. Ft. Walton Beach (25 th percentile) 13. Holloman AFB None taken possibly due to small enrollment (4) Goal: 70% of students to score at or above the national mean score on the MFT. Outcome: Goal not met.

85 MFT-MSM Assessment Results (Continued) The Major Field Test (MFT) in Masters in Business Administration (MBA) National means score is (50 th percentile). Assessment (Spring & Summer not included) 1. Albany (10 th percentile) 2. Atlanta (20 th percentile) 3. Augusta (20 th percentile) 4. Clarksville None taken possibly due to small enrollment (1) 5. Davis-Monthan AFB Sample to small to generate report 6. ecampus (30 th percentile) 7. Eglin AFB None taken possibly due to small enrollment (19) 8. Malstrom AFB None taken possibly due to small enrollment (11) 9. Ft. Benning (15 th percentile) 10. Ft. Bragg (30 th percentile) 11. Ft. Carson (45 th percentile) 12. Ft. Lewis (50 th percentile) 13. Ft. Walton Beach (20 th percentile) 14. Holloman AFB None taken possibly due to small enrollment (5) Goal: 70% of students to score at or above the national mean score on the MFT. Outcome: Goal not met.

86 MSM Program Graduate Survey Assessment Results 81.1% Graduates of the SCOB graduate programs report that the overall quality of the academic program is good or better. Only 65.4% feel that their Troy program prepared them for employment. However, 85.3% are convinced that the degree program for which they enrolled is valuable to them in their employment. While data is not yet available for academic year, past data of Expected outcomes for classroom students vs. online students are similar. In fact, ecampus scores are comparable to residential class outcomes. We do not anticipate any significant differences for MFT results Assessment Fall 2009 Assessment Assessment ecampus ecampus ecampus GC Atlantic GC Atlantic GC Atlantic GC Southeast GC Southeast GC Southeast GC Western GC Western GC Western Montgomery Montgomery Montgomery 236.5

87 MSM Program Plans for Further Improvement A recommendation has been made by the MSM DCC to the SCOB Graduate Committee to delete the following language: or selected pre-approved MPA courses (i.e., PA 6603, 6630, 6631, 6645, 6647, 6648, 6649, 6650) and an MSIR course, IR The MSM Program EO1 will be revised to reflect separate EOs to enable SCOB to measure the demonstration of the knowledge of business management, the theories of business management, the concepts of business management, the principles of business management, and the practices of business management. The MSM Program EO2 will be revised to reflect separate EOs to enable SCOB to measure student skills in using an open-system approach to include problem recognition, to measure student skills in problem analysis using conceptual and theoretical measures and diagnostics, to measure student skills in developing implementations of solutions, to measure student skills in planning, to measure student skills in preparing written documents, and to measure student skills in oral presentations. The MSM Program EO #3 will be revised to reflect separate EOs to measure students abilities to analyze strategies that support a selected management area, to measure students analytical decision-making skills in selecting strategies that support a selected management area, and demonstrate skills in preparing and presenting these strategies.

88 MSM Program Plans for Further Improvement The MSM Program EO4 will be revised to reflect separate EOs to measure students abilities to analyze and interpret management data, and to design management processes. The MSM Program EO3 will be revised to reflect separate EOs to measure students abilities to analyze strategies that support a selected management area, to measure students analytical decision-making skills in selecting strategies that support a selected management area, and demonstrate skills in preparing and presenting these strategies. The MSM Program EO4 will be revised to reflect separate EOs to measure students abilities to analyze and interpret management data, and to design management processes. To more strongly reflect the research component of the MSM degree, a new program EO5 will be added as follows: Students will demonstrate an ability to prepare a traditional research paper. The assessment measure: 80% of the MSM students will score 80 or higher on the research component of the research courses BUS6610 and MGT6627. A grading rubric for BUS6610 and MGT6627 will be developed for assessment purposes beginning academic year

89 MSM Program Plans for Further Improvement To improve the assessment outcomes on the ETS Major Field Test, the MSM DCC will perform the following tasks: Program and Course EOs in the MSM will be redesigned to assure full alignment. As certain of these courses are also used in other degree programs (MBA, MSHRM), the MSM DCC will coordinate with the MBA and MSHRM DCCs to assure that any changes are not sub-optimal. The MSM DCC, along with the MBA DCC, will extensively review subscore performance on the MFT- MBA. From these reviews, recommendations, by discipline and location, will be made in terms of the course content and assessments used in each course to better prepare students for the MFT-MBA. As appropriate, based on the above-described reviews, formative assessments for certain courses may be necessary. If so, these will be designed. To improve the assessment outcomes on the Capstone Exam, the MSM DCC will perform the following tasks: The Capstone Exam, itself, will be reexamined as to its fit with the current Course and Program EOs. Based on this reexamination, the Capstone Exam will be revised, as appropriate, to yield a better fit with the current Course and Program EOs. The MSM DCC, along with the MBA DCC, will analyze on-going results by program and location. From these reviews, recommendations, by discipline and location, will be made in terms of the course content and assessments used in each course to better prepare students for the Capstone Exam. As appropriate, based on the above-described reviews, formative assessments for certain courses may be necessary. If so, these will be designed. The MSM DCC will conduct a review of the EOs for each course taught in the MSM degree program to assure alignment with Program EOs. When appropriate, and in coordination with the MBA and MSHRM DCCs, Program EOs, Course EOs, or both will be modified to bring them into alignment with each other.

90 Davis-Monthan AFB/Tucson, AZ Recent Improvements to Location The 2008 conversion of the EMBA to the MBA removed the constrictions associated with cohort operations, allowing more flexibility and consequently better serving student needs. Remote Proctor services are offered at both the Davis-Monthan site office and the satellite teaching location at 5307 E. Broadway Street, Tucson, Arizona. The proctoring services at the satellite teaching facility mitigate the difficulties students may experience with access to Davis Monthan Air Force base.

91 Davis-Monthan AFB/Tucson, AZ Expected Outcomes for Location (1-4) EO % of students will be satisfied with access to staff. Result: 2009 student survey indicates 70% satisfaction. Expectation not met. EO % of students will be satisfied with the operating hours of the staff at the site. Result: 2009 student survey indicates 90% satisfaction. Expectation met. EO % of students will be satisfied with the responses received from staff. Result: 2009 student survey indicates 90% satisfaction. Expectation met. EO % of students will be satisfied with the general condition of the site facilities. Result: 2009 student survey indicates 100% satisfaction. Expectation exceeded.

92 Davis-Monthan AFB/Tucson, AZ Expected Outcomes for Location (5-8) EO % of students will be satisfied with the academic counseling services. Result: 2009 student survey indicates 70% satisfaction. Expectation not met. EO % of students will be satisfied with faculty academic advising. Result: 2009 student survey indicates 60% satisfaction. Expectation not met. EO % of students will be satisfied with library services. Result: 2009 student survey indicates 40% satisfaction. Expectation not met. EO % of students will be satisfied with library resources. Result: 2009 student survey indicates 40% satisfaction. Expectation not met.

93 Davis-Monthan AFB/Tucson, AZ Expected Outcomes for Location (9-12) EO % of students will be satisfied with computer labs. Result: 2009 student survey indicates 10% satisfaction. Expectation not met. EO % of students will be satisfied with educational support technology. Result: 2009 student survey indicates 70% satisfaction. Expectation not met. EO % of students will be satisfied with site safety. Result: 2009 student survey indicates 100% satisfaction. Expectation exceeded. EO % of students will be likely to refer others to Troy University. Result: 2009 student survey indicates 70% likelihood of referral. Expectation not met.

94 Davis-Monthan AFB/Tucson, AZ Plans for Further Improvement to Location Further analysis will be conducted and actions will be taken to enhance academic advising. Further review of student use of library resources will be conducted.